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Richland School District       https://www.rsd.edu
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Instruction

Instructional Frameworks

Introducing STAR2! 

 Over the course of 2010-2011 school year, the Richland School District has been dedicated to its mission and committments to:

  • Ensuring classrooms with high expectations and clear standards, strong classroom management, and effective teaching practices.
  • Incorporating new knowledge into practice through professional development and promoting open and shared instructional practices with time to collaborate, evaluate and reflect.


To accomplish this, a committee representing teachers and instructional leaders from across the Richland School District has worked to better understand quality instruction and to develop a foundational framework for our district to use.  In 2009-2010 Dr. Alison Olzendam worked with the committee of 40 members in which we learned about key research in the area of instruction from across the world. 

In the 2010-2011 school year, Dr. Duane Baker from the BERC Group - the makers of STAR protocol - worked with the committee to better understand the process of developing a framework.  Dr. Baker guided the group through a process of including language from the Richland School District into his tool.  From this work, we have developed Richland's own Instructional Framework called STAR2.

The purpose of the STAR2 framework is to establish a common vocabulary and regular dialogue in the Richland School District about high quality instruction. 

Response to Intervention

Response to Intervention (RTI) is a framework meant to ensure all students are receiving appropriate instructional support. Professional Learning Communities (PLCs) are meant to foster a team approach among groups of teachers to answer four basic but powerful questions while utilizing student work and assessment as the basis for carrying out RTI.  The questions are:

  • What do we want each student to learn? 
  • How will we know when each student has learned it? 
  • How will we respond when a student hasn’t learned it?
  • What will we do for the student who has already learned it? (DuFour, 2008)

 

In the Richland School District, our teachers receive continuous training on strategies aligned to each of the four questions and the district provides significant programming for students performing at all academic levels. 

Instructional Support Team

The Instructional Support Team (IST) convenes to develop individualized solutions for students not responding to standardized academic or behavioral treatments.

Guided Language Acquisition Design (GLAD)

Project GLAD stands for and promotes an educational setting that produces effective, literate citizens for a global society.  It is a model of respect for diversity in language and ethnicity and also in thinking, learning and personal experiences.  It provides support for teachers and students alike to face change and success effectively and confidently.

Guided Language Acquisition Design (GLAD) is a model of professional development with proven replicability in more than 120 school sites. Through Project GLAD training, teachers are provided with research, theory, and practical, effective strategies that promote academic language, literacy, academic achievement, and cross-cultural skills. Tied to English language development standards, the model trains teachers to use district and state standards and curriculum in providing instruction in multi-lingual classrooms.